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- 저자 : Glenn Fulcher (검색결과 3 건)
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Glenn Fulcher 서울대학교 2006 외국어교육연구 Vol.9 No.-
Test design can be compared with the design of buildings and other structures in architecture. Both activities require the development of detailed plans and blueprints that generate the actual buildings or test forms. When the blueprints are created, architects know what to what use the building is going to be put. Without knowledge of purpose they simply would not be able to design a building. Similarly, test designers need to know what inferences we intend to make from scores, and what decisions are to be made on the basis of those scores. Tests without purpose generate validity chaos. Similarly, when buildings change their use, architects must retrofit the building and follow standard procedures to ensure that health and safety regulations are being met, and that the proposed changes make the building fit for its new users. We argue that test designers must follow similar principles if the purpose of a test is to be changed or extended, or used on a group of test takers for whom it was not originally intended. We term this process test retrofit, and use the example of immigration testing to illustrate the argument.
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Evaluating Quality in Second Language Performance Tests
Glenn Fulcher 한국영어평가학회 2007 영어평가 Vol.1 No.1
Scoring performance tests involves making judgments about what is valued in language san1ples gathered from a small number of tasks, and summarizing this in a score. We invest the score with a meaning that is interpreted in terms of what a learner can do in the real world. This process assumes that we are able to summarize complex performances in numbers, and that we can generalize that summary to contexts and tasks beyond the sample that generated the numbers. All performance testing contains an implicit validity claim that from scores we can predict to communicative success (or failure) in the real world. The focus of much validity research is concerned with the development of rating scales that allow movement from performance to score, and from score to inference. In this paper we outline some of the major scales that have been used in performance testing, and a number of approaches to scale development. We then identify a range of problems that language testers still face and research questions that remain to be addressed. It is argued that scoring and interpreting performance tests is a much more complex process than is often imagined.
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Strategy Use in the TOEFL iBT Speaking Test and Academic Classroom
이종일,Glenn Fulcher 한국응용언어학회 2018 응용 언어학 Vol.34 No.1
Although it is claimed that strategy use is one of the constructs of academic proficiency assessed in the TOEFL iBT, it is not realised in the scoring rubrics. This study was therefore designed to discover whether strategic competence is evidenced under both TOEFL iBT test conditions and classroom conditions, and whether strategy use in the test is similar to that in academic classrooms. The findings provide evidence to assist the evaluation of the validity claims made by the test designers. In this study learners were asked to undertake parallel tasks under test and classroom conditions. Strategic competence under both conditions was assessed by using stimulated recalls in which students verbalised their use of strategies upon completion of each task. Performance data was then analysed to identify the strategy use verbalised by the students. This triangulation of data makes the study methodologically novel in strategy research, providing greater internal validity to the findings. The study discovered that 84% of strategy types used under the test condition were also used under the classroom condition. While classroom-specific strategies were found where human interlocutors were involved, the percentage was so low as not to be a major cause for concern.
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